{"id":57201,"date":"2026-07-23T23:38:15","date_gmt":"2026-07-23T23:38:15","guid":{"rendered":"https:\/\/www.europesays.com\/australia\/57201\/"},"modified":"2026-07-23T23:38:15","modified_gmt":"2026-07-23T23:38:15","slug":"hobart-year-8-students-made-to-recite-chants-affirming-lgbtqia-allyship","status":"publish","type":"post","link":"https:\/\/www.europesays.com\/australia\/57201\/","title":{"rendered":"Hobart: Year 8 students made to recite chants affirming LGBTQIA+ \u2018allyship\u2019"},"content":{"rendered":"

High school students in Tasmania are being made to recite pro-LGBTQIA+ chants affirming \u201cgender is not simply male or female\u201d and that \u201cnon-binary, cisgender and transgender\u201d are \u201call valid identities\u201d.<\/p>\n

The \u201cchoral reading\u201d passages, which the \u201cwhole class\u201d is instructed to \u201cread aloud together at the same time\u201d, are included in a booklet given to Year 8 health and physical education (HPE) students at Montrose Bay High School in Hobart titled \u201cLet\u2019s Talk About Sex\u201d.<\/p>\n

\"CA<\/p>\n

Photos of the booklet were taken by a parent and shared online<\/a> by X account Women Speak Tasmania.<\/p>\n

A spokeswoman for the Department for Education, Children and Young People (DECYP) said in a statement to news.com.au, \u201cTeaching and learning programs in Tasmanian Government schools are informed by the Australian Curriculum. Across all learning areas, curriculum content is designed to be age appropriate.<\/p>\n

\u201cDECYP will review the materials to support the school in ensuring they align with the Year 7\/8 HPE curriculum as intended.\u201d<\/p>\n

The introduction states that the nine-lesson Let\u2019s Talk About Sex unit \u201cdevelops knowledge and skills to help students make safe, respectful and informed decisions, with a strong focus on consent, sexuality, protection and support\u201d.<\/p>\n

According to the unit overview, at least half of the course appears to relate to contentious topics like gender identity, sexual orientation and combating \u201chomophobia and transphobia\u201d. <\/p>\n

Pregnancy, contraception and sexual health are left until the final two lessons.<\/p>\n

In lesson one, \u201cgender identity, assigned sex and gender roles\u201d, students are presented a passage that the teacher will first read to the class.<\/p>\n

\u201cThe whole class will then read it aloud together at the same time \u2014 focus on pace, expression and reading as one group,\u201d the instructions state.<\/p>\n

The passage reads, \u201cGender and assigned sex are not the same thing. Assigned sex refers to the biological label \u2014 male, female or intersex \u2014 given to a person at birth. Gender, on the other hand, is how a person experiences and expresses themselves in the world. It exists on a spectrum, and understanding the difference helps us respect and support everyone around us.\u201d<\/p>\n

In lesson two, \u201cwhat is gender?\u201d, students must read together, \u201cGender is not simply male or female \u2014 it is a rich and complex part of every person\u2019s identity. The gender binary suggests there are only two genders, but many people experience gender outside of this. Some identify as non-binary, cisgender or transgender. All of these identities are valid, and each person\u2019s experience of gender is uniquely their own.\u201d<\/p>\n

The choral recitation in lesson four, \u201csexuality, sexual identity and attractions\u201d, goes, \u201cSexuality is a deeply personal aspect of who we are. It includes who we are attracted to, how we experience attraction, and how we understand ourselves in relationships. Sexual orientation exists on a broad spectrum. No matter where a person falls on this spectrum, their identity is valid and deserving of respect. Understanding and accepting diverse sexualities helps create a kinder, more inclusive world for everyone.\u201d<\/p>\n

Each lesson includes \u201csuccess criteria\u201d indicating the student must affirm the statements in order to pass. Students are also expected to \u201cbe respectful of all genders, identities and beliefs\u201d and \u201cuse correct and respectful terminology\u201d throughout the unit.<\/p>\n

After lesson one, for example, students must be able to \u201cdescribe the difference between gender and assigned sex\u201d, while lesson four\u2019s success criteria state, \u201cI can \u2026 describe sexuality, sexual orientations and types of attractions \u2026 explain the difference between homophobia and transphobia \u2026 (and) identify ways to be an LGBTQIA+ ally.\u201d<\/p>\n

In that lesson, students are taught about sexualities including lesbian, gay, bisexual, asexual, pansexual and questioning.<\/p>\n

The booklet also asks students to answer in their own words, \u201cWhy are transgender and intersex included in the LGBTQIA+ acronym?\u201d<\/p>\n

Women Speak Tasmania wrote on X, \u201cNo open debate. No alternative view presented. Just group recitation of the claim that sex is a \u2018label given\u2019 at birth and gender is a spectrum. Success criteria require them to \u2018describe the difference between gender and assigned sex\u2019 exactly as taught. <\/p>\n

\u201cProper biological sex differences (chromosomes, gametes, reproductive anatomy) are not taught first. The starting point is that sex is a bureaucratic label and gender is an internal spectrum identity.<\/p>\n

\u201cSexual orientation is about who you are attracted to (male or female bodies). Transgender is a claim about identity that can conflict with biological sex. Intersex is a medical disorder of sexual development.<\/p>\n

\u201cThese are not the same thing. Yet the booklet deliberately conflates them, puts them in the same acronym, and trains 13- and 14-year-olds to treat disagreement as phobia while scoring them on how well they can perform allyship.\u201d<\/p>\n

Some online alleged the booklet was \u201cpropaganda\u201d.<\/p>\n

\u201cDamn, traditional sex ed has been completely displaced,\u201d one commenter said.<\/p>\n

All Australian states and territories ascribe to the so-called \u201crespectful relationships\u201d educational framework, which is now included in the national curriculum.<\/p>\n

\u201cRespectful relationships and consent education (RRCE) promotes gender equality and challenges harmful stereotypes,\u201d the Tasmanian government website states.<\/p>\n

\u201cIt aims to develop the skills and confidence individuals need to build healthy, positive relationships. Evidence tells us RRCE is key to the prevention of family and gender-based violence. It is a state and national priority.\u201d<\/p>\n

A national survey by Monash University earlier this year found responsibility for delivering RRCE fell largely with school staff<\/a>, with three quarters of programs delivered internally.<\/p>\n

RRCE has long drawn criticism from conservatives.<\/p>\n

Earlier this year, the South Australian government admitted it breached its duty of care towards Year 9 girl Courtney Gaylard<\/a> after she and her classmates were allegedly taught about topics including bestiality and incest and shown pictures of transgender surgery scars during a respectful relationships presentation.<\/p>\n

Faith-based legal organisation Alliance Defending Freedom (ADF) International said Courtney\u2019s case was \u201can example of a larger pattern\u201d.<\/p>\n

\u201cIncreasingly, parents are discovering that radical approaches to sex education \u2014 often shaped by internationally developed curricula and promoted by activist groups at the national level \u2014 are being quietly rolled out,\u201d ADF International director of advocacy Robert Clarke said.<\/p>\n

frank.chung@news.com.au<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"High school students in Tasmania are being made to recite pro-LGBTQIA+ chants affirming \u201cgender is not simply 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